Welcome! Please sit by school/complex teams West Hawaii Complex - PowerPoint PPT Presentation

Welcome! Please sit by school/complex teams West Hawaii Complex Area 8.28.13 1

Developing High Quality Student Learner Outcomes, Part I West Hawaii Complex Area 8.28.13 2

The Educator Effectiveness System ■ This is a pilot year ■ Feedback is important ■ Transparency is key West Hawaii Complex Area 8.28.13 3

Morning Agenda ■ Ice Breaker at Tables ■ Desired Outcomes for Today’s Session ■ Background and Purpose of SLOs ■ 2013-2014 SY Forms and Information ■ The Big Idea and Learning Goals ■ SLOs in PDE3 ■ Break 10:00-10:15 ■ Depth of Knowledge (DOK) – Lunch from11:30-12:30 4 West Hawaii Complex Area 8.28.13

Afternoon Agenda ■ Defining the Big Idea ■ Writing Learning Goals ■ Gathering Baseline Data ■ Special Education and SLOs ■ Questions ■ Presentation planning time for school teams 5 West Hawaii Complex Area 8.28.13

Ice Breaker What is your favorite place on the Big Island? West Hawaii Complex Area 8.28.13 6

Desired Outcomes ■ Participants will gain a greater understanding of the SLO components ■ Participants will gain a greater understanding of the SLO process ■ Participants will gain the knowledge necessary to present the SLO Part I professional development session to their faculty West Hawaii Complex Area 8.28.13 7

Expectations after this Session ■ Prepare for and present a professional development session based on the materials covered today ■ PD session will be held in the month of September ■ Ensure that the sign in sheet for the session is emailed to Kate Tolentino ■ Return to the SLO Part II session on September 25 ■ Prepare for and present part II to your faculty in October West Hawaii Complex Area 8.28.13 8

WH Timelines for SLOs ■ August 28 SLO Part I Meeting ■ September Deliver SLO training at schools ■ September Teachers complete Big Idea and Learning Goals ■ September 25 SLO Meeting Part II ■ October Deliver Part II at schools ■ October-November Teachers complete remaining SLO components ■ November 20 Draft SLOs due to principals ■ December 20 SLOs approved by principals and uploaded to PDE3 ■ April 16 SLO progress/attainment data due to principals ■ May 8 District conducts focused review of SLOs with principals and gathers feedback West Hawaii Complex Area 8.28.13 9

SLO Refresher West Hawaii Complex Area 8.28.13 10

What are SLOs? An academic goal for a teacher’s students that is set at the start of a course Reflects the most important learning for the year (or semester) Specific and measureable based on available baseline data Aligned to Common Core, state, or national standards, as well as any other school or complex priorities West Hawaii Complex Area 8.28.13 11

SLO Opportunities Can be ● Tested subjects & grades inclusive of all ● Non-tested subjects & grades educators and ● Other Unit 05 licensed professionals standards Fosters ● Setting meaningful goals ● Providing opportunities for collaboration and effective feedback across educators sharing goals ● Monitoring progress toward those goals professional ● Evaluating the extent to which those goals are practice achieved using student evidence West Hawaii Complex Area 8.28.13 12

SLOs as a Framework SLOs comprises four Provides a way to key components that build a meet the expected Student Learning comprehensive criteria found on the Objectives offer and thoughtful SLO rubric. These more promise than approach that four components disconnected includes the tested consist of: assessments for subjects/grades, ● The Learning improving the “non-tested” Goal practice, but they content area ● The have various teachers, and “moving parts”. Assessment(s) other licensed ● The Expected professionals Targets ● The Instructional Strategies West Hawaii Complex Area 8.28.13 13

SLOs as a Process 1. Identify 10. the Determine learning next steps goal 2. Develop or 9. select Rating assessment(s) of SLO 8. Analyze 3. Establish assessment targets based results on data 7. Revise targets if 4. Plan instruction necessary 5. 6. Receive West Hawaii Complex Area 8.28.13 14 Implement initial the SLO approval

Table Talk What constructs do you have at your school where discussion about SLOs is a natural fit? West Hawaii Complex Area 8.28.13 15

All SLO documents are located at www.doeohr.weebly.com West Hawaii Complex Area 8.28.13 16

Document Review State SLO Planning Document West Hawaii Complex Area 8.28.13 17

Document Review State Non-Classroom Teacher SLO Planning Document West Hawaii Complex Area 8.28.13 18

Jayne Heinze Student learning objectives on PDE3 West Hawaii Complex Area 8.28.13 19

15 Minute Break West Hawaii Complex Area 8.28.13 20

SLO Process Review West Hawaii Complex Area 8.28.13 21

Beginning of the Process Teacher Administrator Determine areas of need for goal Ensure SLO process and expectations setting, learning targets, assessments are implemented. Determine areas of and administration assessment priority that aligns to school needs. windows. Collect evidence on student starting Review the teacher’s baseline data and points by reviewing baseline data. Student Learning Objectives. Complete the SLO template for the Set schedule for Beginning of Term chosen course and submit to conference. administrator prior to conference on PDE3. West Hawaii Complex Area 8.28.13

Midterm (Optional) Teacher Administrator Schedule the Midterm Check-In with Review any Midterm Check-In Forms his/her administrator (optional) .* submitted and examine all available data to evaluate overall progress. *Teacher initiated. Collect and organize important interim Determine if approval will be granted student data related to the SLO and for revision request. submit on PDE3. Submit the Midterm Check-In Form if revisions to expected targets are requested on PDE3. West Hawaii Complex Area 8.28.13

End of Term Teacher Administrator Schedule the End-of-Term Review the SLO plan template along conference with administrator. with accompanying evidence and End- of-Term Reflection. Collect all final assessment data and any additional information related to expected targets. Submit on PDE3. Submit the completed End-of-Term Reflection prior to the End-of-Term conference on PDE3. West Hawaii Complex Area 8.28.13

Depth of Knowledge (DOK) West Hawaii Complex Area 8.28.13 25

Depth of Knowledge What is deep understanding • The type and level of thinking required of students to successfully engage with and solve a task • Ways in which students interact with content • Focus on complexity of content standards and assessment items or task. “Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.” --Norman Webb West Hawaii Complex Area 8.28.13 26

West Hawaii Complex Area 8.28.13 27

Depth of Knowledge ■ Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments ■ Used by the Council of Chief State School Officers (CCSSO) for assessment alignment West Hawaii Complex Area 8.28.13 28

What is DOK? • The degree of depth or complexity of knowledge reflected in the content standards and assessments • How deeply a student needs to understand the content for a given response/assessment West Hawaii Complex Area 8.28.13 29

How Does DOK Work? Depth of Knowledge is broken into 4 levels. Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems. West Hawaii Complex Area 8.28.13 30

DOK Levels ■ Level 1 Recall and Reproduction ■ Level 2 Skills & Concepts ■ Level 3 Strategic Thinking ■ Level 4 Extended Thinking West Hawaii Complex Area 8.28.13 31

DOK Level Descriptions Level 1: Recall Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed Level 2: Skill/Concept Engagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions Level 4: Extended Thinking Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time West Hawaii Complex Area 8.28.13 32

More About DOK ■ DOK is about intended outcome, not difficulty. ■ DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product West Hawaii Complex Area 8.28.13 33